Research Paper
social Psychology
Mahdi Hamedikhah; mahdiyeh shafieetabar; Marzieh Sadat Sajadinezhad
Abstract
With the expansion of the internet and digital communication technologies, a new form of aggression cyberbullying has emerged as a salient behavioral challenge among adolescents. This study examined whether cyberbullying can be predicted by students’ responsibility and social cognition, and whether ...
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With the expansion of the internet and digital communication technologies, a new form of aggression cyberbullying has emerged as a salient behavioral challenge among adolescents. This study examined whether cyberbullying can be predicted by students’ responsibility and social cognition, and whether media literacy mediates these relationships among upper-secondary students. Using a cross-sectional, correlational design, a sample of 235 students from Komijan County, Iran (academic year 2023–2024) was selected via multistage cluster sampling. Measures included the Cyberbullying–Victimization Experiences Questionnaire (Antoniadou et al., 2016), the Student Responsibility Scale (Louis, 2001), the Social Cognition Questionnaire (Nejati et al., 2018), and the Youth Media Literacy Test (Ghorbani et al., 2016). Data were analyzed using structural equation modeling (SEM). Results indicated that both responsibility and social cognition significantly predicted cyberbullying (p <0.05). Media literacy also exerted a significant direct effect on cyberbullying (p <0.05). Mediation tests showed a significant indirect effect of social cognition on cyberbullying through media literacy (p < 0.05), whereas the indirect pathway from responsibility via media literacy was not significant (p >0.05). Overall, the findings highlight the joint importance of individual cognitive factors and media-related competencies in explaining cyberbullying. The results contribute to theoretical frameworks on adolescent online behavior and suggest that strengthening students’ media literacy alongside fostering social-cognitive skills may be pivotal for prevention and intervention efforts.
Research Paper
Psychology
pardis raees; Hamidreza Rezazadeh Bahadaran; Shokoh navabinejad; fariba hassani
Abstract
This study aimed to develop a structural model of anxiety based on irrational beliefs mediated by emotional intelligence and resilience in female junior high school students. Emotional intelligence, which refers to the ability to understand, evaluate, and manage one's own and others' emotions, ...
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This study aimed to develop a structural model of anxiety based on irrational beliefs mediated by emotional intelligence and resilience in female junior high school students. Emotional intelligence, which refers to the ability to understand, evaluate, and manage one's own and others' emotions, and resilience, the capacity to adapt to stressors, are assumed to be the mediating variables. The research method was descriptive-correlational using structural equation modeling (SEM). The statistical population included Female junior high school students in Tehran's 8th district in the academic year 1402-1403, of which 353 students were selected as a sample using cluster random sampling. Data were collected using the Multidimensional Anxiety Scale for Children (MASC), the Child and Youth Resilience Measure (CYRM-28), the Jones’ Irrational Beliefs Test (IBT), and the Schutte’s Emotional Intelligence Scale (SSRI). ). Data analysis was performed using SPSS and AMOS software. The findings showed that the proposed model had a good fit after the modifications. Irrational beliefs had a significant direct effect on anxiety (β = 0.494, p < 0.001). However, emotional intelligence (β = −0.046, p > 0.05) and resilience (β = −0.005, p > 0.05) did not mediate the relationship between irrational beliefs and anxiety. These findings highlight the significant role of irrational beliefs in adolescent anxiety and emphasize the need for cognitive interventions. Although emotional intelligence and resilience did not mediate this relationship, their direct protective effects suggest the potential for independent interventions. These results could be useful in designing counseling and educational programs to reduce anxiety in female students.
